Unit Plan Template
Unit Author
First and Last Name:
Samuel Dix
School District:
Middletown Public Schools
School Name:
Woodrow Wilson Middle School
School City, State:
Middletown, CT
Unit Overview
Unit Plan Title:
Acids and Bases
Curriculum-Framing Questions
Essential Question
How do Acids and Bases Affect You?
Unit Questions
What are Acids?
What are Bases?
How is the strength of an acid or a base measured?
What is acid rain?
Unit Summary:
The purpose of this unit is to explore the properties of acids and bases and for students to
see how relevant they are in their everyday lives. Students will be able to identify the four
properties of an acid and the four properties of a base. Students will be able to compare and
contrast the varied strengths of acids and bases through variety of lab scenarios. Students
will also be able to identify acid rain as a direct problem of human technology.
Subject Area(s): Click box(es) of the subject(s) that your Unit targets
Business Education
Engineering
Home Economics
Language Arts
Music
School to Career
Social Studies
Drama
Foreign Language
Industrial Technology
Math
Physical Education
Science
Technology
Other:
Other:
Other:
Grade Level: Click box(es) of the grade level(s) that your Unit targets
K-2
6-8
ESL
Gifted and Talented
3-5
9-12
Resource
Other:
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Targeted State Frameworks/Content Standards/Benchmarks:
Students will know the characteristic properties of matter and the
relationship of these properties to structure and composition
Students will understand the relationships among mathematics, science
and technology and the way they affect and are affected by society.
Student Objectives/Learning Outcomes:
Use chemical formulas and equations to obtain and communicate
information about chemical changes;
Procedures:
Day 1: Students will learn about the properties of acids by experiencing them through touch,
taste, smell, and sight. Students will move in groups to stations set up in the classroom.
After each group has completed all the stations, students will get back together as a class and
come up with the properties of an acid.
Day 2: Students will learn about the properties of bases by experiencing the through touch,
taste, smell, and sight. Students will move in groups to stations set up in the classroom.
After each group has completed all the stations, students will get back together as a class and
come up with the properties of a base.
Day 3: Students will examine the concepts of strength and concentration by testing several
different substances using indicator paper. Students will then discuss as a class which of the
substances are acidic and which of the substances are basic. Students will make a visual
representation placing each of the substances in the appropriate space that accurately
reflects its strength and concentration.
Day 4: Students will perform an inquiry-based lab to discover the “Properties of an Antacid.”
Students will design a process that includes; identification of a problem, hypothesis,
procedure, experimentation plan, conclusion, and any observations. Students will have a list
of equipment that is available to them.
Day 5: Students will have a post-lab discussion where the results of the lab are shared.
Students will discuss their process and give supporting reasons for their conclusions.
Students will identify strengths and weakness in experimentation as well as identify errors and
ways that the experiment could be improved.
Day 6: Students will be introduced to the topic of “Acid Rain” as part of the STS activity.
Students will be asked to imagine that they are lobbyist for tougher legislation on acid rain.
Their assignment is to create a visual representation to convince their local legislators to pass
tougher laws that pertain to acid rain. Students will prepare for this presentation by
researching articles and forming opinions on the topic.
Day 7: Students will create their visual project based on their research and opinion.
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Day 8: Students will present their projects which will be followed by a post activity discussion
that gives students the opportunity to argue the pros and cons of having a factory built right
next to their house.
Day 9: Students will play science jeopardy to review for the unit assessment.
Day 10: Students will take the written unit assessment that will ask them to apply the science
concepts learned in the unit.
Approximate Time Needed:
This will be a unit done over 10 days with each class period being 45 minutes in length.
Prerequisite Skills:
1. Students must have a basic understanding of chemistry including; types of chemical
reactions, how molecules and atoms interact, the ability to identify physical and
chemical change, and how atoms and molecules combine.
2. Students must be familiar with the process of inquiry-based science including; steps in
the scientific method, techniques of experimentation, and an understanding of
laboratory safety.
Materials and Resources Required For Unit
Technology – Hardware: (Click boxes of all equipment needed)
Camera
Laser Disk
Computer(s)
Printer
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television
VCR
Video Camera
Video Conferencing Equip.
Other:
Technology – Software: (Click boxes of all software needed.)
Database/Spreadsheet
Image Processing
Desktop Publishing
Internet Web Browser
E-mail Software
Multimedia
Encyclopedia on CD-ROM
Web Page Development
Word Processing
Other:
Printed
Materials:
Supplies:
Textbook, articles, journals, worksheets, and magazines
Acids: lemons, grapefruit, tomato juice, indicator paper, HCl
Bases: soap, detergents, NaOH, indicator paper
Antacids: Tums, Rolaids, Maylox, Generic Brand Antacids
INTEL® TEACH TO THE FUTURE
with support from Microsoft ©2000 Intel Corporation. All Rights Reserved
3
Chemtutor Acids and Bases
http://www.chemtutor.com/acid.htm
Internet
Resources:
Acids and Bases
http://www.chem.uidaho.edu/~chem103/acidbase.html
Acids and Bases and Ionic Reactions
http://nobel.scas.bcit.ca/chem0010/unit10/10.3_strong_weak_bases.htm
Others:
None
Accommodations for Differentiated Instruction
Resource
Student:
Students will be paired with other students in the class for the group and
lab activities. Students will have several ways in which they can
complete their lab report and their presentation on acid rain.
Non-Native
English
Speaker:
Students may use the internet to access information in native language,
they may use visual representations or they may use their peers. If there
is a person experienced in that language ask them to assist in this
students learning.
Gifted
Student:
These students will be asked to be group leaders during labs and activity
based learning. These students will also have the same basic rubric with
other options attached to challenge their learning.
Student
Assessment:
Key Word
Search:
Concept Assessment: Students will have review worksheets each night
for homework that identifies and reinforces the content that was studied
in class.
Lab Assessment: Students will be expected to turn in a lab report that
accurately reflects their observations, outcomes, and conclusions
according to a guided rubric.
STS Assessment: Students will be assessed on the content, layout, and
creativity of their poster. Students will also be assessed on how well
they present their ideas to the class.
Observations: Student progress will be monitored and assessed on a
daily basis with a check for understanding at the conclusion of each
lesson.
Acids, Bases, Strong and Weak Acids, Strong and Weak Bases, pH,
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